Text Features

USF Elementary Education Lesson Plan Template (S 2014)
Oliver_________________
Grade Level Being Taught: Subject/Content: Reading Group
2nd
Size:16
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Name: Madison
Date of Lesson: 11/3/15
Lesson Content
RI.2.5 Identify text features and their purposes
RI.2.2 Identify main topics
RI.2.1 Use text evidence to answer questions during a close reading
LAFS.2.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a text
efficiently.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
I can identify text features and their purposes.

I can talk with my partner to share ideas.
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
Given the text Do I need it? Or do I want it? for examples, students will correctly
identify text features and explain their purpose.

Oliver_________________
2nd
Size:16
Name: Madison
future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
This is the sixth lesson of the unit. Text features is a topic covered with all of the anchor
texts. This allows for comparison between previous texts like Alexander who used to be
rich last Sunday. Students must be able to identify text features and use them properly
for both standardized testing and reading and understanding other texts.
Evaluation Plan- How will

you know students have
mastered your objectives?
Students will participate in an activity to show comprehension. Then they will write a
response in their reading journals: Two things I learned today
Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Oliver_________________
2nd
Size:16
Name: Madison
What Content Knowledge

is necessary for a teacher
to teach this material?
Definitions and examples: title, table of contents, pictures versus illustrations, text box or
caption, page numbers, bold text, glossary, index
What background
knowledge is necessary for
a student to successfully
meet these objectives?
The topic of text features has been covered several times so this should be a fun, review
activity. Most of the students have demonstrated their comprehension of the topic. The
students should be able to recall most, if not all, of the text features and their purpose.
How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
During the previous lesson, students were unable to articulate that in this book, the text
boxes are also captions. They also confused the table of contents and the glossary. Due
to these misconceptions, reviewing the content is necessary and using a game helps
keep students engaged and interested.

Oliver_________________
2nd
Size:16
Name: Madison
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
Group/Partner activity with guiding questions
Time
5 min
10
min
15
min
Who is
responsibl
e (Teacher
or
Students)?
Teacher
Students
Both
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Set behavioral expectations: sit with partner, limit talking to on-task
talking only
Create a class anchor chart What I know about text features
Game: Students in pairs work to find an example of a specified text
feature in the book. Once found, they mark the page and raise a

Oliver_________________
2nd
Size:16
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if
Students
10
min
Name: Madison
silent thumb until the rest of the pairs have found it. Groups
reveal at the same time.
- What is the importance of this text feature?
- Why did the author put it here?
This continues until the list of text features is completed.
Students write in their interactive notebook two things they learned
today: clarification of confusion or new concept.
Set up notebook pages with students (Document Camera)
a student struggles with the content?

Pull a small group or one on one who are struggling with content to verbally review the
text features and create group sentences.
What will you do if
a student masters the content quickly?

Have these students create their own text feature
Meeting your students

needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A

Oliver_________________
2nd
Size:16
Name: Madison
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
How will you differentiate instruction for students who need additional
language support?
Provide one-on-one attention to clarify instruction, write the sentences that the student
has articulated so they can trace them, or orally complete the assignment.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
B.G.- LD IEP: substitute writing in journal for a worksheet to complete (Identifying Text
Features) with me and paste into interactive notebook
K.D.- ESOL: pull for individual review/check for comprehension. Have her tell what she
wants to write to respond before writing it so she doesnt have to rewrite if its incorrect.
N.D. (student from a different class, came to interventions)- Severe ADHD: He will be my
partner and my helper to keep him engaged. When it comes time to write, he can write
one sentence, take a break and help another classmate, then return to complete the
other sentence. Once finished, he can get the iPad and go to the Bookshelf app to read.
L.H. (previous student)- EBD: Remind L.H of how we talk to our friends and how we sit
with them on the carpet. This can be blanketed to the whole class but make eye contact
with him while reminding them of the expectations so he knows its for him. If he is rude
or disrespectful, use his name to get his attention, tell him specifically what action he did
incorrectly and why it was inappropriate. If he continues, allow him to work on his own.
After completing work, have him write why he had to sit alone to complete his work and,
if applicable, write an apology to the peer.
A.J. (student from a different class)- Autism: wears headphones at all times. Prefers to

Oliver_________________
2nd
Size:16
Name: Madison
stay in his seat instead of carpet time. At his desk he can attempt the worksheet that has
him identifying different types of text features. When he has completed the sheet with at
least 6/8 correct, he can go to the computer to work on his social skills game. If he has to
change his answers more than once, he will need a break; suggest drinking from his
water bottle or walking to a different classroom in the pod.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Do I need it? Or do I want it? text

White board/Markers- marking points from pairs
Interactive notebooks/pencils
Worksheet for B.G. and D.J.

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USF Elementary Education Lesson Plan Template (S 2014)

I can identify text features and their purposes.

Objectives- What are you

USF Elementary Education Lesson Plan Template (S 2014)

future tense D: with no errors

Evaluation Plan- How will

Address the following:

USF Elementary Education Lesson Plan Template (S 2014)

What Content Knowledge

How will you ensure

USF Elementary Education Lesson Plan Template (S 2014)

Group/Partner activity with guiding questions

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

a student struggles with the content?

What will you do if

a student masters the content quickly?

Meeting your students

USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014)

Do I need it? Or do I want it? text

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